Thursday, 25 May 2017

Since
its launch in April last year, the Women’s Classical Committee UK has held
several events and fostered many continuing discussions in pursuit of its aims
of supporting women in Classics, promoting feminist and gender-informed
perspectives in classics, raising the profile of the study of women in
antiquity and classical reception, and advancing equality and diversity in
Classics.

That
was apparent from the moment that I arrived at April’s AGM clutching the last
set of handouts, to find the Ioannou Centre buzzing with lively conversation as
delegates arrived, conversations that continued all day and are still informing
our plans for the coming year. Opening the AGM, our co-chair, Dr Elena
Theodorakopoulos (Birmingham), summarised our activities since our launch.
Highlights included:

·Early-career day:
Feminist pedagogy. This workshop examined ways to incorporate feminist thought
on educational practice into the classical seminar room; we've seen delegates
follow up with workshops in their own institutions, and forged links with other
disciplines where similar discussions are taking place, leading to our IMC
round-table sessions.

·Mid-career day: A
day focused on issues related to career progression (publishing, promotion,
work-life balance) for established academics.

·Women classicists
on Wikipedia: following a training session in January, members have held
regular editing sessions creating detailed, reliable biographical entries for women
classicists. Pages created have been featured by Wikipedia, and anyone can join
in – check the Twitter hashtag #WCCwiki for
details.

·Our presence at
the Classical Association conference included a social event, a drop-in Wiki
editing session, and two panels, ‘Women and Classics: The Female in Classical
Scholarship’ and ‘Women and Classics: Foremothers on the Frontline’.

Focusing
our AGM on the topic of diversity raised our awareness of the work still to be
done, although our presenters showed important work that is already taking
place in different contexts. All our AGM speakers rose to the occasion with
thoughtful contributions that meshed together well. Dr Rachel Mairs (Reading)
introduced the international collaborative project on papyrology to which she
contributes, and discussed how it opens and approaches questions of diversity
and the legacy of colonialism within that sub-discipline. Prof Helen Lovatt (Nottingham)
showed how myth retold in classical text and reception can introduce diversity,
through a case study of Jason and the Argonauts and its reception in Maggie
Nelson’s TheArgonauts. Dr Ellie Mackin (Leicester) posed the significant
problem of lack of diversity of authorship in reading lists alienating students.
Shorter spotlight talks from Polly Stoker (Birmingham) and Dr Holly Ranger
(ICS), on classical reception as a gateway to classical study, and from Prof
Helen King (Open University), Ms Hannah Walsh (Bristol), and Ms Emma Searle
(Oxford) on outreach and continuing education, presented case studies of
activities and experiences that introduced some interesting questions and
problems, such as the response to the gender balance of the presentation team
in online courses.

Dr
Anna Bull (Portsmouth) introduced the work of the 1752 Group, which campaigns
on the issue of staff/student sexual harassment. Harassment was a concern
raised by respondents to our 2016 survey, and it was helpful to learn from Anna
of initiatives in other subject areas, and to hear her report on the cases that
led to the establishment of the group, and its work in publicising the issue.

Our
two keynote speakers, Professor Dame Averil Cameron (Oxford) and Dr Jo Quinn
(Oxford), offered distinctive perspectives on their experiences in Classics and
the state of the discipline. We are fortunate that the overt discrimination
that Dame Averil experienced is less in evidence now, but can all profit from
the policy she adopted to raise the profile of women, to speak up in every
seminar: her paper is now available on the WCCblog. Jo Quinn explored the intellectual history of the narrowing of the
idea of what cultures and texts constitute ‘Classics’ with some stirring
examples of early women classical scholars and their contributions.

We
are aware that there is a great deal of work still to do, and issues where we
and our members need to work with other organisations to pursue our aims. Two
topics emerged from our AGM, both within the room and through the online
conversation, as particular areas of concern for our members and for others. The
first is concern about the employment precarity of early-career researchers,
felt particularly sharply in the field of classical reception, where students
working on reception topics and on texts in translation are reporting
particular difficulties on the job market in Classics (on a positive side, it
is good to see classicists well represented in the new Liberal Arts programmes
being established in some universities). The second is the question of ethnic
diversity within the discipline; as Jo Quinn’s keynote lecture affirmed, the
history of exclusion of cultures from the narrowing of the scope of Classics
has left a legacy to address, and as Ellie Mackin showed, the disjuncture
between our students and the people we ask them to read can be a problem.

We
are grateful to those who have supported us, both individuals through their
memberships subscriptions, the steering committee and volunteers who have
organised events, and organisations who have generously provided financial
support and support in kind for our events: especially the Classical Association,
the Council of University Classics Departments, the Wikimedia Foundation, the Institute
for Classical Studies, and the faculties of Classics at Oxford, RHUL and
Birmingham.

·In September we
will have our ECR day (Birmingham, 8th September) and Wikipedia editing workshop
(Manchester, 15th); both of these are set to be annual, recurring events (as is
the mid-career day); it’s also possible to attend Wiki events via Skype.

Further
events for 2018 should be announced soon as we confirm dates and venues; these
will include a day of research and activism on LGBTQIA+ topics. As always, we
welcome anyone in sympathy with our aims and purpose to attend our events. We
are able, thanks to generous support, to offer travel bursaries to early-career
attendees. (And I should note that we continue to work on ensuring
accessibility to our events, as well as supporting the attendance of
ECR/low-paid members).

For
more details about the WCC UK, our aims, and how to get involved, as well as
blog posts with more detailed reports from many of our events, please visit our
website.

Dr Carol Atack is a Post-doctoral Research
Associate in the Faculty of Classics at the University of Oxford, and is a
Junior Research Fellow at St Hugh’s College.
She is the Treasurer of the Women’s Classical Committee UK.

Thursday, 4 May 2017

This article was first posted on the St Andrews Classics Blog in
November 2016, and is reproduced with kind permission of the School of Classics

The School of Classics at the University of St
Andrews is delighted to begin the Iris Project Literary through Latin Scheme
for 2016-17. This year, we have 8 student volunteers who will visit local
primary schools in Fife, Scotland, to teach P6 and P7 pupils Latin, Classical
culture and ancient mythology.

This year, we are excited to be working with Torbain Primary School, Thornton Primary School (both in the Kirkcaldy
area) and Rimbleton Primary School (Glenrothes). A wide
range of P6 and P7 pupils (aged 9-12 years old) will participate in the Iris
Project Latin classes, which our student volunteers will teach in pairs on a
weekly basis for four weeks each semester.

The School of Classics would like to thank all of our student volunteers
for participating in the Iris Project Literacy through Latin scheme this year.

The Iris Project at St Andrews

The School of Classics at St Andrews has been running the Iris Project
Literacy through Latin teaching scheme since 2012. During this time, we have
worked with more than ten local primary state-schools in the Fife area to
introduce their pupils to Latin and Classical culture, enabling them to
experience the the wonders of studying the ancient world.

More than 15 third-year and fourth-year undergraduate Honours students
have participated in Iris Project, giving them valuable work experience in
teaching, outreach and access work, and working with children and young people.
This year, we have expanded the student volunteer base by opening up the
opportunity to our postgraduate students and we have two PhD students among our
cohort of volunteers. Our student volunteers from the School of Classics make
the Iris Project work organised by the University of St Andrews possible. Many
students volunteer for Iris Project work because they are considering a career
in teaching in HE, FE colleges or the primary and/or secondary school sector;
others volunteer because they are passionate about Latin and Classics and want
to make sure that state-school pupils get to experience and enjoy these
subjects as much as they do.

IRIS project
volunteers 2012-2013

The History of the Iris Project

The Iris Project is an educational charity which promotes access to
classics in state schools across the UK. It is based at the Iris Project Classics Centre at Cheney School, Oxford. The project was founded by Dr
Lorna Robinson, who has also produced an excellent text-book Telling Tales in
Latin designed to introduce children to Latin through the study of mythology.

The Iris Project was the first organisation to run a scheme delivering
Latin as part of the national literacy curriculum. This award-winning project
introduces the nuts and bolts of Latin grammar, and demonstrates the
connections between Latin and English; in this way, it instils a fascination
for learning languages.

The project started life as a pilot in east London and east Oxford a
decade ago. The first school to participate in the Iris Project was Benthal
Primary School in Hackney, London, where two classes of Year 5 pupils (9-10
years old) participated in the scheme. By 2007, 20 state-schools in London were
participating in the scheme. Since then, it has expanded to include many
schools across London and Oxford, as well as schools in Swansea, Reading,
Manchester, Glasgow, Edinburgh and St Andrews. Internationally, we have
provided guidance for schools in South Africa and New York to set up this
scheme.

How it works

This project enables students from universities to deliver a year long
introductory Latin course to pupils in primary schools. The project enables
children in state-schools to learn Latin, Classics and ancient mythology,
subjects which they would almost certainly not have access to without
participation in the project.

Pupils are introduced to Latin using a series of lesson plans which
incorporate hands-on activities and storytelling to give them a basic grounding
in English and Latin grammar, and a taste of Latin myths and culture.

The Benefits of the Iris Project

The benefits of access to Latin and ancient culture in an educational
environment include:

Improving
literacy skills

Greater
language awareness and enhanced language abilities

Stimulation
of creative thinking

Introduction
to ancient history, culture and mythology

Increased
confidence

Learning Latin also benefits pupils’ capacity and study of a wide range
of other subjects taught by primary and secondary schools (including English,
History and Science) through the improvement of literacy skills, the
stimulation of creative and critical thinking and enhanced language abilities.

As one of our previous student volunteers at St Andrews has commented,
“The Iris Project is a fantastic initiative, invaluable to its learners, its
student teachers and to Latin.”

Dr Crystal Addey is Teaching Fellow and Schools Contact in the School
of Classics at the University of St Andrews